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New Directions for Situated Cognition in Mathematics Education

Overview of attention for book
Cover of 'New Directions for Situated Cognition in Mathematics Education'

Table of Contents

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    Book Overview
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    Chapter 1 Introduction
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    Chapter 2 School Mathematics As A Developmental Activity
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    Chapter 3 Participating In What? Using Situated Cognition Theory To Illuminate Differences In Classroom Practices
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    Chapter 4 Social Identities As Learners And Teachers Of Mathematics
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    Chapter 5 Looking For Learning In Practice: How Can This Inform Teaching
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    Chapter 6 Are Mathematical Abstractions Situated?
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    Chapter 7 ‘We Do It A Different Way At My School’
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    Chapter 8 New Directions for Situated Cognition in Mathematics Education
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    Chapter 9 The Role Of Artefacts In Mathematical Thinking: A Situated Learning Perspective
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    Chapter 10 Exploring Connections Between Tacit Knowing And Situated Learning Perspectives In The Context Of Mathematics Education
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    Chapter 11 Cognition And Institutional Setting
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    Chapter 12 School Practices With The Mathematical Notion Of Tangent Line
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    Chapter 13 Learning Mathematically As Social Practice In A Workplace Setting
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    Chapter 14 Analysing Concepts of Community of Practice
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    Chapter 15 ‘No Way is Can’t’: A Situated Account of One Woman’s Uses and Experiences of Mathematics
Attention for Chapter 12: School Practices With The Mathematical Notion Of Tangent Line
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Citations

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Chapter title
School Practices With The Mathematical Notion Of Tangent Line
Chapter number 12
Book title
New Directions for Situated Cognition in Mathematics Education
Published by
Springer, Boston, MA, January 2008
DOI 10.1007/978-0-387-71579-7_12
Book ISBNs
978-0-387-71577-3, 978-0-387-71579-7
Authors

Márcia Pinto, Valéria Moreira

View on publisher site
Mendeley readers

Mendeley readers

The data shown below were compiled from readership statistics for 3 Mendeley readers of this research output. Click here to see the associated Mendeley record.

Geographical breakdown

Country Count As %
Mexico 1 33%
Unknown 2 67%

Demographic breakdown

Readers by professional status Count As %
Student > Ph. D. Student 2 67%
Professor 1 33%
Readers by discipline Count As %
Social Sciences 2 67%
Unknown 1 33%

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